Julie Reynolds

Associate Professor of the Practice of the Department of Biology

Office: 
130 Science Drive, 034 Biological Sciences Bldg, Durham, NC 27708
Campus Box: 
Box 90338, Durham, NC 27708-0038
Phone: 
(919) 681-6899

Education

  • Ph.D., University of California - Berkeley 2001

  • M.S., University of California - Davis 1994

  • B.A., Pomona College 1990

Lemons, Paula, Julie A. Reynolds, Amanda Curtin, and Ahrash Bissell. “Improving Critical-Thinking Skills in Introductory Biology Through Quality Practice and Metacognition.” In Using Reflection and Metacognition to Improve Student Learning, edited by Ahrash M. Kaplan, N. Silver, D. LaVaque-Manty, & D. Meizlish. Stylus Publishing, LLC, 2013.

Thaiss, Christopher, and Julie A. Reynolds. “How Writing-to-Learn Practices Improve Student Learning: Connecting Research and Practice through a Consideration of Mechanisms of Effect.” In Changing the Conversation about Higher Education, edited by Robert Joseph Thompson. Rowman & Littlefield, 2013.

Ye, Jiansheng, James F. Reynolds, Julie A. Reynolds, Jeffery E. Herrick, Jianguo Wu, Togtohyn Chuluun, Feng-Min Li, and Ruijun Long. “New Ecology Education: Preparing Students for the Complex Human- Environmental Problems of Dryland East Asia.” In Dryland East Asia (DEA): Land Dynamics Amid Social And Climate Change, edited by Jiquan Chen, Shiqiang Wan, Geoffrey Henebry, Jiaguo Qi, Garik Gutman, Ge Sun, and Martin Kappas. Walter de Gruyter, 2013.

Reynolds, J. “Disciplinary-Specific Thesis Assessment Protocol: A validated rubric that promotes student learning and faculty development.” In Changing the Conversation about Higher Education, edited by Robert Joseph Thompson. Rowman & Littlefield, 2013.

Ahern-Dodson, J., C. R. Clark, T. Mourad, and J. A. Reynolds. “Beyond the numbers: understanding how a diversity mentoring program welcomes students into a scientific community.” Ecosphere 11, no. 2 (February 1, 2020). https://doi.org/10.1002/ecs2.3025. Full Text

Reynolds, J. A., V. Cai, J. Choi, S. Faller, M. Hu, A. Kozhumam, J. Schwartzman, and A. Vohra. “Teaching during a pandemic: Using high-impact writing assignments to balance rigor, engagement, flexibility, and workload.” Ecology and Evolution, January 1, 2020. https://doi.org/10.1002/ece3.6776. Full Text

Dowd, Jason E., Robert J. Thompson, Leslie Schiff, Kelaine Haas, Christine Hohmann, Chris Roy, Warren Meck, John Bruno, and Julie A. Reynolds. “Student Learning Dispositions: Multidimensional Profiles Highlight Important Differences among Undergraduate STEM Honors Thesis Writers.Cbe Life Sciences Education 18, no. 2 (June 2019): ar28. https://doi.org/10.1187/cbe.18-07-0141. Full Text Open Access Copy

Mourad, T. M., A. F. McNulty, D. Liwosz, K. Tice, F. Abbott, G. C. Williams, and J. A. Reynolds. “The role of a professional society in broadening participation in science: A national model for increasing persistence.” Bioscience 68, no. 9 (January 1, 2018): 715–21. https://doi.org/10.1093/biosci/biy066. Full Text Open Access Copy

Dowd, Jason E., Robert J. Thompson, Leslie A. Schiff, and Julie A. Reynolds. “Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers.Cbe Life Sciences Education 17, no. 1 (January 2018). https://doi.org/10.1187/cbe.17-03-0052. Full Text Open Access Copy

Smith, R., and J. Reynolds. “Breaking into science writing.” Frontiers in Ecology and the Environment 15, no. 9 (November 1, 2017): 525–26. https://doi.org/10.1002/fee.1727. Full Text

Dowd, J. E., M. P. Connolly, R. J. Thompson, and J. A. Reynolds. “Improved Reasoning in Undergraduate Writing through Structured Workshops.” The Journal of Economic Education 46, no. 1 (January 2, 2015): 14–27. https://doi.org/10.1080/00220485.2014.978924. Full Text Open Access Copy

Dowd, Jason E., Tanya Duncan, and Julie A. Reynolds. “Concept Maps for Improved Science Reasoning and Writing: Complexity Isn't Everything.Cbe Life Sciences Education 14, no. 4 (January 2015): ar39. https://doi.org/10.1187/cbe.15-06-0138. Full Text

Dowd, J. E., C. P. Roy, R. J. Thompson, and J. A. Reynolds. “"on course" for supporting expanded participation and improving scientific reasoning in undergraduate thesis writing.” Journal of Chemical Education 92, no. 1 (January 1, 2015): 39–45. https://doi.org/10.1021/ed500298r. Full Text Open Access Copy

Pages

Goldberg, R., K. Caves, and J. A. Reynolds. “Improving the quality of writing in a capstone engineering design course.” In Asee Annual Conference and Exposition, Conference Proceedings, 2011.

Reynolds, J., S. Ralston, and D. Pearson. “Status of the chilipepper rockfish stock in 1998.” Stock Assessment and Fishery Evaluation. Portland, OR: Public Fishery Management Council, 1998.

Selected Grants

The COMPASS PROJECT awarded by Howard Hughes Medical Institute (Co Investigator). 2014 to 2020

Determining the relative impact of community, mentoring, and research on STEM persistence and literacy awarded by Howard Hughes Medical Institute (Principal Investigator). 2015 to 2018

Duke BioCoRE: Increasing Diversity through Student and Faculty Engagement awarded by Merck Foundation (Co-Principal Investigator). 2015 to 2016

Increasing Diversity and Student Engagement in the BioSciences awarded by Merck Foundation (Co Investigator). 2014 to 2015

Writing-to-Learn in the STEM Disciplines awarded by National Science Foundation (Co-Principal Investigator). 2010 to 2011